Marguerite
Active Member
I posted a few weeks ago about a nasty accusation from a teacher of difficult child 3's. Well, school is back and I've finally heard from the principal. He said the teacher will ring me in a few days and will likely apologise. He read to me what the teacher had said to him, of her recollection of the conversation. But what he read was not what I recall was the WHOLE conversation. The principal heard the hesitation in my voice and wanted clarification, so I did say, "I recall she asked me very specifically - 'Did you write the task for your son?' "
So it sounds to me like the teacher is now backpedalling to save face; "I never said that, but I can see how she might have misunderstood and taken it personally." OK, she wants to save face with her colleagues; I'm cool with that. But those who know me (such as the principal and the SpEd) know I don't over-react.
I found out that as I had feared, the conversation I had with the teacher about her suspicions came AFTER a faculty meeting. So I want my name cleared with the faculty, please.
I talked at length to the principal, not just about difficult child 3's case but also the other students the teacher had mentioned, who also had been flagged as possibly submitting work of a higher capability than seemed possible. I then gave my own response:
1) The faculty had, prior to that task being completed by the students, put together an absolutely superb workshop day on the topic. I sat in on part of it and noted the high quality as well as the obvious inspiration and interest in the students present. It is quite possible for students, whose work is always improving, to have a leap of ability after an intense effective workshop for which the teachers must take credit too.
2) A lot of the students at this school have some form of Pervasive Developmental Disorder (PDD) and need a different way of learning. They also have splinter skills. In some tasks, these kids do badly. But given a topic they can write about with passion, they can often surprise you. I think that the students who have been flagged as a concern need to be checked for possible diagnosis, to see how many have splinter skills which could have been a factor.
I still want to meet with the teacher to specifically discuss this but I suspect this will be difficult to organise if she wants to backpedal. I will then be accused of trying to make more trouble, by not "moving on". But I need to be assured that this teacher (the whole faculty, now that I know they're all involved) fully understand that this is NOT a deceptive child, but one who perhaps needs more support in order to be as capable as he was in tis task, in other areas also.
The teacher made her assessment of difficult child 3 not being capable of this level of work, based on her vast experience of assessing in bulk the writing tasks of students across the state. But as I said in the previous thread, these other tasks she judge were mostly by PCs. I also judge students' writing and I can tell you that what stands out to me, what grabs my attention, is the stuff that screams "individuality!" and nothing is more individual than a Pervasive Developmental Disorder (PDD) kid fluently describing something he's passionate about. Thinking that she's never seen it before therefore it can't be true - seems odd for an English teacher. It makes me want to quote Hamlet - "There are more things in heaven and earth, Horatio, than are dreamt of in your philosophy."
I'll keep you posted on progress.
Marg
So it sounds to me like the teacher is now backpedalling to save face; "I never said that, but I can see how she might have misunderstood and taken it personally." OK, she wants to save face with her colleagues; I'm cool with that. But those who know me (such as the principal and the SpEd) know I don't over-react.
I found out that as I had feared, the conversation I had with the teacher about her suspicions came AFTER a faculty meeting. So I want my name cleared with the faculty, please.
I talked at length to the principal, not just about difficult child 3's case but also the other students the teacher had mentioned, who also had been flagged as possibly submitting work of a higher capability than seemed possible. I then gave my own response:
1) The faculty had, prior to that task being completed by the students, put together an absolutely superb workshop day on the topic. I sat in on part of it and noted the high quality as well as the obvious inspiration and interest in the students present. It is quite possible for students, whose work is always improving, to have a leap of ability after an intense effective workshop for which the teachers must take credit too.
2) A lot of the students at this school have some form of Pervasive Developmental Disorder (PDD) and need a different way of learning. They also have splinter skills. In some tasks, these kids do badly. But given a topic they can write about with passion, they can often surprise you. I think that the students who have been flagged as a concern need to be checked for possible diagnosis, to see how many have splinter skills which could have been a factor.
I still want to meet with the teacher to specifically discuss this but I suspect this will be difficult to organise if she wants to backpedal. I will then be accused of trying to make more trouble, by not "moving on". But I need to be assured that this teacher (the whole faculty, now that I know they're all involved) fully understand that this is NOT a deceptive child, but one who perhaps needs more support in order to be as capable as he was in tis task, in other areas also.
The teacher made her assessment of difficult child 3 not being capable of this level of work, based on her vast experience of assessing in bulk the writing tasks of students across the state. But as I said in the previous thread, these other tasks she judge were mostly by PCs. I also judge students' writing and I can tell you that what stands out to me, what grabs my attention, is the stuff that screams "individuality!" and nothing is more individual than a Pervasive Developmental Disorder (PDD) kid fluently describing something he's passionate about. Thinking that she's never seen it before therefore it can't be true - seems odd for an English teacher. It makes me want to quote Hamlet - "There are more things in heaven and earth, Horatio, than are dreamt of in your philosophy."
I'll keep you posted on progress.
Marg